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TRANSCRIPT
The effectiveness of Assistive Technology to support
children with specific learning disabilities:
Teacher Perspectives
A systematic literature review
Mary Pushpy Tony
One year master thesis 15 credits Supervisor: Sara Goico
Interventions in Childhood Examiner: Elaine Mc Hugh
SCHOOL OF EDUCATION Master Thesis 15 Credits
AND COMMUNICATION (HLK) Interventions in Childhood
Jonkoping University Spring semester 2019
ABSTRACT
Author: Mary Pushpy Tony
The effectiveness of assistive technology to support children with SLD: Teacher perspectives
A Systematic Literature Review
Pages: 26
According to the UNICEF report, up to ten percent of children in the world have affected specific
learning disabilities (SLD) and the majority of these children are educated in general education
classrooms. An important resource for children with learning disabilities to flourish in the classroom
is access to assistive technology. To prepare children on how to utilize assistive technology in the
learning environment is important for teachers. This systematic review focused on teacher
perspectives on assistive technology regarding children with SLD. Six scholarly articles were used for
this study. The information drawn from the articles showed that teachers are receptive to assistive
technology in their classrooms. They perceived assistive technology as an important supportive device
for improving the vital skills of reading and writing comprehension. However, it is clear from their
perspectives that the teachers needed more support than they were able to access in order to feel
comfortable to implement and use assistive technology in the classroom. Therefore the need for
professional development and training and the integration of appropriate technical devices are vital to
enhance the development of children with SLD. Future research will be focus on how pre-service
teachers are being prepared for AT use as a part of their pre-service training program and professional
development.
Keywords: Specific learning disability (SLD), Teachers, Children, Perspectives, Assistive Technology,
Effectiveness, Intervention, Software
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Table of Contents:
1. Introduction------------------------------------------------------------------------------------------------------5
2. Background-------------------------------------------------------------------------------------------------------5
2:1 Specific Learning Disability---------------------------------------------------- -------------------------5
2:2 Inclusive Education-----------------------------------------------------------------------------------------6
2:3 Assistive Technology----------------------------------------------------------------------------------------7
2:4 Teacher Perspectives----------------------------------------------------------------------------------------8
3. Rationale for the Study----------------------------------------------------------------------------------------10
4. Research Aim----------------------------------------------------------------------------------------------------10
5. Research Questions---------------------------------------------------------------------------------------------10
6. Methodology-----------------------------------------------------------------------------------------------------11
6:1 Method – Systematic Literature Review -------------------------------------------------------------11
6:2 Search Procedures ----------------------------------------------------------------------------------------11
6: 3 Selection Criteria -----------------------------------------------------------------------------------------11
6: 4 Screening Process – Title & Abstract level----------------------------------------------------------13
6: 5 Full text screening ----------------------------------------------------------------------------------------13
6:6 Data extraction --------------------------------------------------------------------------------------------13
6:7 Quality Assessments --------------------------------------------------------------------------------------15
6:8 Ethical considerations ------------------------------------------------------------------------------------16
6:7 Data Analysis-----------------------------------------------------------------------------------------------16
7. Results ------------------------------------------------------------------------------------------------------------17
7:1 Overview of the Results ----------------------------------------------------------------------------------17
7:2.Teacher Perceptive on the effectiveness of AT ------------------------------------------------------21
7:2.1 Children’s reading enhancement --------------------------------------------------------------------21
7:2.2written language developments -----------------------------------------------------------------------21
7:2.3overall academic performances -----------------------------------------------------------------------22
7:2.4 Children’s self-esteem & Confidence ----------------------------------------------------------------23
7:3 Factors Impacting Teacher Perspectives ------------------------------------------------------------23
7:3.1 Training/Experience --------------------------------------------------------------------------------------23
7:3.2 Level of confidence & knowledge ----------------------------------------------------------------------24
7:3.3 Unavailability of resource& technical support ------------------------------------------------------24
7:3.4 Time constraints & unique needs of children --------------------------------------------------------25
8. Discussion -----------------------------------------------------------------------------------------------------25
8:1 Teacher perspectives on AT ---------------------------------------------------------------------------25
8:2 Factors influence on teacher perspectives ----------------------------------------------------------27
9. Limitations-------------------------------------------------------------------------------------------------------29
10. Future Direction ------------------------------------------------------------------------------------------------30
11. Conclusion -------------------------------------------------------------------------------------------------------30
12. Reference --------------------------------------------------------------------------------------------------------32
13. Appendix ---------------------------------------------------------------------------------------------------------36
13: 1 appendix A ----------------------------------------------------------------------------------------------36
13:2 appendix B -----------------------------------------------------------------------------------------------37
13:3 appendix C --------------------------------------------------------------------------------------------------------------38
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1. Introduction
Specific Learning disability (SLD) can be defined as a disorder of one or more of the basic
cognitive abilities involved in understanding or using a language. This disability may manifest
itself in an imperfect ability to read, write or to perform mathematical calculations (Rufus,
Liman, Abubakar & Kwalzoom, 2015). Children with Specific Learning Disabilities are
educated in the general education classrooms and often experience difficulties in classroom
settings in comparison to their peers (Wood, et.al, 2017). One way to address these difficulties is
to adopt innovative educational strategies in the classroom to enhance the performance of
children with learning disabilities and to eliminate weaknesses that can be a barrier to successful
life.
In recent years, researchers have become increasingly interested in investigating the use of
technological devices to enhance the achievement of children with specific learning disabilities
in inclusive classrooms (Starcic & Istenic, 2010; Susan, 2009 and Wood, et.al, 2017). These
studies have demonstrated that assistive technology is a potential aid to promote the educational
needs of children with SLD and the integration of technology is important to increase the
efficiency of learning among children with learning disabilities (Starcic & Istenic, 2010 and
Wood, et.al, 2017). However, little information was drawn from teachers regarding how the
technological devices would be beneficial for children with specific learning disabilities (Rufus,
et.al. 2015: Susan, 2009 and Wood, et.al. 2017). The successful implementation of technologies
in the classroom largely depends on the knowledge and attitude of teachers regarding the use of
technology in the teaching and learning process (Cope & Ward 2002). Therefore, it is essential
to focus on teacher perceptive on the effectiveness of assistive technology among children with
specific learning disabilities.
2. Background
2:1. Specific Learning Disability
Learning is the acquisition of new knowledge and skills. During the early years of development,
children start learning to read, write and do arithmetic according to their age and intellectual
capacity. However, it seems that, in spite of having normal intellectual capacity and normal
visual, hearing or physical abilities, some children are specifically unable to acquire language
and arithmetic skills, even when adequate opportunities for learning are provided (Dhanda
&Jagawat, 2013). Children with learning disabilities are behind in the acquisition of cognitive
skills, however, they have an average or above average IQ level, which means they do not
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struggle with low intelligence (Kumar & Raja, 2010).The concept of learning disabilities covers
an extremely wide range of characteristics. Because of the effect on cognitive processes,
students with learning disabilities may have difficulties in a variety of academic areas as well as
social and emotional development; however, major problems are more often found in specific
areas such as reading, writing, and doing arithmetic, which are the core fundamentals of
education.
The majority of children with specific learning disabilities have problems in reading, which is
known as dyslexia. It normally affects the children’s ability to recognize and manipulate the
sounds in language as well as problems with decoding and recognizing new words. Children
who suffer from this problem have difficulty with learning to read accurately and fluently.
Writing difficulty (dysgraphia) is another problematic academic area for students with learning
disabilities. Children with dysgraphia have difficulties in organizing and expressing their
thoughts and ideas in written form. It impacts the basic writing skills of handwriting, typing and
spelling. Another learning disability is the problem unique in remembering and correctly
applying the steps in mathematical problems (dyscalculia). Specific problems may include
difficulty in understanding size and spatial relationships, concepts related to direction, place
value, decimals, fractions, time and remembering mathematical facts (Dhana, &Jagawat, 2013).
2:2. Inclusive Education
Inclusive education is the process of responding to the diversity of children by enhancing
participation in the classrooms and reducing exclusion from education (UNESCO, 1994).
Inclusive education ensures quality education for all students by effectively meeting their
diverse needs in a responsive, respectful and supportive manner in mainstream settings.
Mainstream schools include children with special needs in the classroom with their typical peers
and seek to address the needs of all children with quality education. The United Nations
Convention on the Rights of the Child (UNCRC, 1989), states that every child has the right to
education, irrespective of their disability and without any kind of discrimination. Therefore, the
children with special needs are effectively educated in either special or mainstream schools, in
order to facilitate their independence and a sense of well-being with maximum inclusion and
active participation in the communities where they live (Hornby, 2015).
Salamanca statement asserts that the general education setting should be regarded as a venue of
child development, open to all children regardless of their physical, emotional and intellectual
disabilities (UNESCO, 1994). Inclusive schools are expected to view various categories of
differences and having unique traits that distinguish individuals from each other. Therefore, the
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teaching and learning should be tailored according to the learner’s condition. The Individuals
with Disability Act (IDEA) in the USA requires that, when a child is identified for special
education services, an individual education program (IEP) should be developed (IDEA, 2004).
Each child’s IEP develops by a team that included the child’s teacher, parent, child and the
person who is qualified for special education. The IEP team must prepare the individualized
Education Plan (IEP) according to the unique needs of special need children in a general school.
The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD, 2006)
emphasizes the rights of people with disabilities to access lifelong learning without
discrimination and on an equal basis with others as well as not to be excluded from mainstream
education due to their disability. The major goal of education for children with disabilities is to
provide the best possible facilities for all children with disabilities in the most appropriate
setting, with the aim of achieving the highest possible level of education in a mainstream setting
(Felicia, et.al, 2014 and Hornby, 2015). However, the learning development of children with
learning disabilities in a general education classroom depends on the skilful application of
teaching techniques and materials to facilitate the learning of these children (Keetam &
Alkahtani, 2013). Teachers should have the responsibility of organizing, implementing and
evaluating instructional activities in the classroom according to the children’s needs.
Interventions involving assistive and instructional technologies, peer tutoring, co-operative
learning and the teaching of meta-cognitive strategies have been identified as useful in
optimizing the effectiveness of teaching for children with specific learning disabilities
(Lindeblad, et.al, 2016).
2:3. Assistive Technology
According to the Individuals with Disability Education Act (IDEA), any equipment that is used
to improve functional capabilities of individuals with disabilities is considered as AT. It may
include any software program, or product system that is used to increase, maintain, or improve
the functional capabilities of people with disabilities (Kumar & Raja, 2010). By implementing
assistive technology as an integration to school curriculum, the educators can assist children
with special needs by providing remedies to solve specific learning problems and can promote
independent learning. However, the selection, acquisition and use of AT depends up on the
evaluation of the needs of the child and the adequate level of the professionals, who work
students with learning disabilities (Campbell, et.al, 2006).
Assistive technology allows students with disabilities to increase their accessibility to the
curriculum and the quality of the learning experience (Alkahtani, 2013). Many assistive
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technology devices are available to assist teachers in improving the functional capabilities of
their students by increasing their participation in learning opportunities and involvement in
activities (Starcic & Istenic, 2010). Computer assisted instructions include various software
applications that can assist children to enhance their academic achievement and attain their
potential. These technologies range from simple spellcheckers to more complex speech
recognition systems and educational software. Among them, software such as voice recognition,
word prediction, spell checker and math software are found to be effective in catering to the
needs of children with specific learning disabilities (Rufus, et.al, 2015). When students with
learning disabilities are unable to achieve academic and behavior goals in school, teachers must
recognize the need to provide appropriate technological tools and support that will enable them
to successfully complete the required tasks. Therefore, assistive technology is an integral part of
special education and a necessary component when planning and developing educational
programs for students with disabilities.
2:4. Teacher Perspectives
To facilitate learning opportunities for children with SLD, teachers should use appropriate
teaching strategies and materials to reduce or eliminate children’s deficits in specific learning
areas. The major responsibility of a teacher is to provide children with successful learning
experiences regardless of their disabilities, in order to reach their goal for a brilliant future
(Kumar & Raja, 2010). Therefore the teachers should use suitable technological devices for
these students and ascertain how, with whom, where and when these devices can be provided
most effectively. They might have the knowledge about teaching methods and how to design the
curriculum according to student’s needs, which are the key components of children’s academic
success (Netherton & Deal, 2007). However, inadequate information and insufficient
pedagogical strategies on how to integrate the assistive technology into the ordinary curriculum
is still an anxiety among teachers. To illustrate this, the research study (Keetam & Alkahtani,
2013), demonstrated teacher concerns about their training programs that do not provide
sufficient coursework and field experience to enable them to support students with special
educational needs.
Despite teachers knowledge and training, the use of technology in school settings varies based
on children’s preference as well as their interest and readiness toward technology use (Bagon,
2018).The individualized Education Plan (IEP) can determine the child’s strengths as well as
their weaknesses, their likes and dislikes and what strategies are helpful in interacting wi th
the child (Campbell, et.al, 2006).Furthermore, through personalized learning the teacher can
enhance students’ motivation and engagement by increasing their autonomy and self-direction.
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Bronfenbrenner’s bioecological model (Bronfenbrenner & Morris, 2006) is useful in application
to personalized learning because it explains the interactions that children experience that help
their development and learning. The bioecological model consists of important environments
that children and teachers inhabit and is organized and conceptualized into separate systems,
including the microsystem, mesosystem, exosystem, macrosystem and the chronosystem
(Paquette & Ryan, 2001).The microsystem, the closest layer comprises the relationships and
interactions of a child in his/her immediate surroundings(family, peers, school, or
neighbourhood). The mesco system provides the connection between the structures of the child’s
microsystem (family–school, peers–family, neighbourhood–peers). The exosystem consists of
the linkages and processes between settings in which the child does not function directly.
However, the structure of this layer may impact the child’s development by interacting with
some structures in the microsystem. The macrosystem is the outer layer of the child’s
environment comprised with cultural values, customs and laws. Finally, the chronosystem is also
relates to a child’s environment, might be internal or external (Paquette & Ryan, 2001). Urie
Bronfenbrenner’s theory of child development has provided a comprehensive conceptual
rationale of how central social contexts in a child’s life interact and influence key outcomes,
including social and emotional adjustment and school performance and engagement
(Bronfenbrenner & Morris, 2006).
Teachers’ perceptions towards assistive technology can determine the extent to which
technologies are used in the process of teaching and learning (Lindeblad, et.al, 2016). In order to
enhance the utilization of assistive technology as an intervention, the teachers should know
which techniques and strategies are useful in different kinds of learning situations, and how to
use the technique as an effective intervention that can enable children to become more strategic,
effective and lifelong learners. (Alper& Raharinirina, 2006). However, what teachers do, and
what they really know about assistive technology is dependent upon their skills, experience,
knowledge and level of competence in inclusive practices (Cope & Ward, 2002). For example,
teachers who perceive learning as an accumulation of information are more likely to view
teaching as a transfer of information, means they most probably use assessments and tests for
route learning. In contrast, teachers who view learning as a conceptual change are more likely to
be facilitators and will always encourage the children for independent learning. Their
perceptions and attitudes will have great influence on their acceptance, style of implementation,
and the outcome of using assistive technology for teaching children with learning disabilities.
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3. Rationale for the Study
Research studies on the use of assistive technology suggest that, to be used effectively and
successfully, practitioners must have the necessary knowledge and skills to use AT for its
successful implementation for children with learning disabilities. According to the IDEA act
(IDEA, 2004), teachers should be actively involved in the selection of AT and possess the
knowledge and ability to implement, integrate and evaluate the devices. However, teachers are
reluctant to use technology because of hindrances such as insufficient knowledge, lack of
training and support (Keetam & Alkahtani, 2013). Several studies have investigated how
technological devices can influence the learning development of children with SLD, however,
many of these studies provided little evidence from teachers regarding their perspectives (Rufus,
et.al, 2015: Susan, 2009 and Wood, et.al, 2017). Therefore, this study is a systematic review
regarding teacher perspectives on the effectiveness of assistive technology among children with
specific learning disabilities.
4. Research aim
The aim of this systematic review is to examine and analyse the perceptions of teachers
regarding the effectiveness of assistive technology for children with specific learning
disabilities. Two research questions were created for the purpose of the study.
5. Research Questions
• According to teacher perspectives, how effective are technological devices for assisting children
with specific learning disabilities?
• Based on teacher responses what school related factors influenced their perceptions of AT in the
classroom?
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6. Methodology
6:1. Method – Systematic literature Review
To identify research on the teacher perceptions of the effectiveness of assistive technology
among children with specific learning disabilities, the present study conducted a systematic
literature review. A systematic review is a comprehensive and reproducible research method
used to establish the extent to which existing research has progressed towards clarifying a
particular problem. The purpose of a systematic literature review is to answer the research
question by merging information from multiple sources (Jesson, Matheson &Lacey, 2011).
6:2. Search procedure
The database search procedure for this systematic review was performed in February 2019. The
relevant databases used for the search category were, ERIC, Psycho INFO and Scopus. These
particular databases were selected because they provided relevant articles from the fields related
to education, teacher perspectives, assistive technology and specific learning disability. The
search terms used in the databases were:
(“Assistive technolog*” OR digita* OR software*) AND (dysle* OR dysgraph* OR
dyscalculia*) AND (Teacher* OR Educat*)
These search terms were used in all databases. The search terms were chosen according to the
aim of the research and with the help of thesaurus terms in the selected databases. The asterisk
(*) was used to find each relative word with any possible endings. The database ERIC produced
95 articles and Psycho INFO yielded 82 articles. Finally in Scopus, the enquiry came out with
166 articles. In the advanced search, the search criteria was limited to peer-reviewed articles
published in the English language, from 2001-2018. After this exclusion, the search produced 53
articles from ERIC, 51 from Psycho-INFO and 56 from Scopus. A total of 160 articles were
yielded for title and abstract screening.
6:3. Selection Criteria
When drawing up inclusion and exclusion criteria, it is important to specify the particular items
that should be relevant to the aim of the study. The inclusion and exclusion criteria were created
to retrieve relevant articles for the study. To be included in the study, the articles had to be focus
on teacher perspectives on the effectiveness of AT for children with specific learning
disabilities; dyslexia, dysgraphia and dyscalculia. This systematic review aimed at children with
12
specific learning disabilities, therefore; studies focused on children with physical disabilities,
autism and ADHD were excluded.
In order to get deeper knowledge on teacher perspectives based on research questions, the
researcher’s origin plan was to limit the search on qualitative studies. However, two articles
were found with mixed methods, the design of the included studies changed to qualitative and
mixed methods. For the participants of the study, the researcher planed to focus on children aged
with 12-18 (adolescents) because this is the age children are in secondary grades, where the
demands of the curriculum that they are expected to meet is wide and they often need support to
complete their learning tasks (Blackhurst, 2005). Since, two articles were found children from
pre-school and primary, the age range was changed to 4-18. The inclusion and exclusion criteria
are described in the following table.
Table: 1. Inclusion and Exclusion criteria
Inclusion Exclusion
Publication type
• Article Peer reviewed
• Published from 2001 to 2018
• In English
• Full text available for free
Age group
• Children/adolescence (4 to 18 years) with
learning disabilities
Design
• qualitative studies
• Mixed methods
Focus
• Dyslexia
• Dysgraphia
• Dyscalculia
• Children with SLD
• Teacher perspectives
Publication type
• Only abstracts available, conference papers,
seminars, book chapters
• Published in other languages
• the articles were published prior to 2001
Age group
• Childhood (0 to 5 yrs) and Adulthood
Design
• Quantitative, empirical and clinical case studies
Focus
• Typical children
• Children with physical disabilities
• Autism
• ADHD
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6:4. Screening process – Title and abstract level
Articles retrieved from the databases ERIC, Psycho INFO and Scopus were imported to
Endnote, which is an online tool facilitating the screening process used in a systematic literature
review. After importing the 160 articles, 18 were automatically detected as duplicates and 6
articles were excluded due to title screening. The abstracts were screened by using the inclusion
and exclusion criteria as a checklist (appendix: B). After reading the abstracts, out of the 136
articles, 128 were excluded from this study. These articles were excluded because they were not
related to the specific age group (n=19), were focused on learners’ experiences (n=18), were not
qualitative studies (n=23), were comparative studies that focused on children with ADHD and
Autism (n=25), were not related to the teacher perspectives (n=34) or were not related to the
subject, for e.g.: related to children’s self-image, behavioural issues and psychological well-
being (n=9). The abstract screening retrieved 8 final articles for full text screening. Again, a
hand search was also performed, which selected 5 articles, and furthermore, a total of13 articles
(7+5) were selected for full text screening.
6:5. Full text screening
After the title and abstract screening, the full text was performed on 13 articles that fulfilled the
inclusion criteria. At this stage, an extraction form (appendix: C) was used which contained
information about the methods used, the participants, the aim, study focus and the results of the
study. Out of the 13 articles, three of them were not available in full-text. Out of 10, two were
excluded for not being qualitative and mixed method studies and another two were excluded due
to having the wrong research aim. Finally six articles remained for data extraction.
6:6. Data Extraction
Data was extracted with the help of a data extraction tool (combined full-text protocol and
quality assessment checklist (see Appendices A & C). Extracted data included general
information about the participants, the assistive technology devices used and the perspectives of
the teachers. General information (authors, year, title, journal, aim, research questions, method,
country, ethical considerations), participant information (number, age, diagnosis, recruitment),
use of AT for children with SLD (software/apps) teacher perspectives of AT (knowledge,
experience, training, positive effects, varied perspectives, contextual factors) and final
information (conclusions, quality assessment, limitations) were used for the extraction. The
whole screening process is pictured in the following flowchart.
14
Flowchart
Psycho-INFO
(n=82)
ERIC (n=95) Scopus
(n=166)
Duplicates
removed (n=18)
Articles
identified
through database
search (n=343)
Excluded (n=183)
not in English,
prior to 2001, not
peer reviewed
Articles
reviewed for title
and abstract
(n=160)
Excluded (n=128)
Not in the specific age
group (n=19)
Focus on learners
experience (n=18)
Wrong study design (n=23)
Not focus on children with
SLD (n=25)
Not focus on teacher
perspectives (n=34)
Wrong research aim (n=9)
For full text screening
(n=13)
Articles retrieved from
database (8)and hand
search (5)
Excluded (n=7)
Not full text available
(n=3)
Wrong research aim
(n=2)
Wrong study design
(n=2)
Title screening
removed (n=6)
Hand search (n=5)
Final articles for
data extraction
(n= 6)
15
6:7. Quality Assessment
A quality assessment tool was used to assess the quality of the included studies. The quality
assessment checklist was created with modifications of the Critical review Form – Qualitative
studies (Version 2.0) (Letts et al. 2007). The checklist used for quality assessment is described in
appendix A. Based on the checklist, the quality of included studies were assessed on 17 selected
items such as study design, data collection, analysis, and findings (see appendix: C).The articles
were rated on a scale from 0 to 17. Zero to 5 was scored as low quality, 6-11 as medium, and 12-
17 as high. Three of the chosen articles were rated as high quality of research (Chiang & Jacobs,
2010; Flanagan, et.al, 2013 & Nordstrom, et.al, 2018) and three articles were rated as having
medium quality (Ghazi Abed, 2018; Harper,et.al, 2016 & Julia, et.al, 2008). The reason for this
was small sample size, numbers of participants were not specified and they did not have a
reliability of measurement. These assessments are listed in table 1.
Table: 2. Selected articles
Author Year Title Quality
Chiang, H. & Jacobs, K. 2010 Perceptions of computer based instruction system in
special education: High school teachers and student
views
High
Flanagan,S.,Bouck,E,&
Richardson, J.
2013 Middle school special education teachers perceptions
and use of assistive technology in literacy instruction
High
Ghazi Abed, M. 2018 Teachers’ perspectives surrounding ICT use amongst
SEN students in the mainstream educational setting
Medium
Harper,K.,Kurtzworth,K.
&Marable, M.
2016 Assistive technology for students with learning
disabilities: A glimpse of the live scribe pen and its
impact on homework completion
Medium
Nordstrom,T., Nilsson,
S., Gustafson, S.
&Svennson, I.
2018 Assistive technology applications for students with
reading difficulties: Special education teachers
experiences and perceptions
Quality
Stoner, J., Parette, H.,
Watts, E. &Wojcik, B.
2008 Pre-school teacher perceptions of assistive technology
and professional development responses
Medium
16
6:8. Ethical considerations
It is imperative to ensure that ethical standards should be mentioned in all research studies. The
research studies should gain ethical approval from relevant ethics board, maintain the
participant’s confidentiality when storing and presenting data, provide information to the
participants and obtain their consent (Creswell, 2009). Four of the articles used for this
systematic review wrote explicitly about the ethical steps they had taken in their study (Chiang
& Jacobs, 2010; Flanagan, et.al, 2013; Nordstrom, et.al, 2018 and Ghazi Abed, 2018).
However, two studies had no mentioned either consent or ascent (Harper, et.al, 2016 & Julia,
et.al, 2008).
6:9. Data Analysis
The analysis was performed during and after the data extraction process. In order to get an
overview of the articles, general information about the studies were analysed first (table: 2 in the
results section). To answer the first research question, the effectiveness of assistive technology
were analysed based on different categories such as type of software used, the usefulness of AT
for children with dyslexia, dysgraphia, overall academic performance, children’s self-esteem and
their confidence. To answer the second research question, teacher perspectives were analysed
based on sub-categories such as teacher’s training/experience, their level of confidence and
knowledge, availability and cost of software, time constraints and unique needs of children. The
results of the articles will be presented according to the identified categories.
17
7. Results
7:1. Overview of the results
In order to answer the research questions, six articles were identified which fulfilled the
inclusion criteria and explored the perceptions of teachers regarding the use of assistive
technology for children with disabilities. Of the six articles included in this systematic literature
review, four of them were conducted in the USA (Chiang & Jacobs, 2010; Flanagan, et.al. 2013;
Harper, et.al. 2016 and Stoner, et.al, 2008), one study was conducted in Saudi Arabia (Ghazi
Abed, 2018) and another study in Sweden (Nordstrom, et.al. 2018). Of these six articles, four
studies were qualitative studies (Chiang & Jacobs, 2010; Harper, et.al. 2016; Ghazi Abed, 2018
and Stoner, et.al, 2008) and two used mixed methods (Flanagan, et.al. 2013 and Nordstrom,
et.al. 2018). The participants included in the articles were teachers from pre-school to high-
school and children from various age groups.
Of the six articles, three studies (Chiang & Jacobs, 2010; Nordstrom, et.al. 2018 and Harper,
et.al, 2016) used intervention programs to explore the effectiveness of assistive technology. The
research study by Chiang & Jacobs (2010), used the educational software program Kurzweil
3000 (K-3000) as an intervention which, serves as a speech synthesis system, scanning software,
a writing support, note maker and an organizer. In this study, the teachers perceived how it
affects the reading, functional task performance and academic self-perception of high school
students with special needs. A six week app intervention (primarily with text-to-speech, TTS,
and speech-to-text, STT functions for students in Grade 4, Grade 8, and in high school) was used
on how reading and writing applications were perceived to function with regard to students’
possibilities to read and write text (Nordstrom, et.al. 2018). Here, teachers perceived that the
intervention sessions impacted highly on student development. Another study investigated the
effectiveness of an assistive technology tool, the Livescribe Pen (LSP), as an intervention with
an elementary student identified with dyslexia (Harper, et.al. 2016). While the LSP was
primarily utilized for curriculum accessibility and as an audio tool to promote academic
independence, the study’s findings revealed the development of the child in the academic and
non-academic area. Descriptions of the articles are in the following table.
19
Table 3. Description of the selected articles
Author & Year Country Interventions/ Assessments Method Participants
Chiang & Jacobs (2010) USA 6months intervention. Educational
software program Kurzweil 3000 (K-
3000)
Qualitative (Interview & Focus
group)
6 English from high school (experienced
with AT) + 16 children studying in 9th grade
having special needs.
Flanagan,S., Bouck,E.
Richardson, A. (2013)
USA Intervention not used. Assessment
was based on low-tech (ex: pencil
grips, highlighters) and high-tech AT
(ex: spell check, speech to text)
Mixed ( Interview and
questionnaire)
51 middle school special education teachers
(1 to 5 years experience AT) + 7th grade
children with high incidence disabilities.
Harper, K., Kurtzworth,
K. & Marable, M. (2016)
USA One academic year. Used the
Livescribe Pen (LSP) as intervention
Qualitative (Interviews and
Focus group)
The teacher, SEN consultant and the
intervention service teacher + 4th grade child
with dyslexia.
Stoner, B., Parette, H.,
Watte, E. &Wojick, W.
(2008)
USA The Early Language and Literacy
Class Observation (ELLCO) Toolkit
was used to assess the language
development.
Qualitative (Semi-structured
interviews and observation in
the classroom)
9 pre-school teachers teaching children with
identified disabilities + Children (age 4 to 7)
with identified disabilities.
Nordstrom, T., Nilsson,S.
&Svenson, I. (2018)
Sweden 6 week app intervention. Used
reading and writing apps ( with text-
to-speech, TTS and speech-to-text,
STT)
Mixed (Quantitative survey
with written comments)
54 SEN teachers from middle & high school
+ 59 students with reading difficulties (4th&
8th grade and high school)
Ghazi Abed (2018) Saudi Arabia Intervention not used. Assessment
was based on varied ICT tools
Qualitative (Semi-structured
interviews)
20 teachers from mainstream school (6 of
them have no AT experience) + Children
with special needs (age group and number
not specified)
21
7:2.0Teacher perspectives on the effectiveness of AT
Achieving the meaningful use of assistive technologies in the field of education can be
influenced by many factors. One of these factors is teachers’ perceptions towards the use of
technology in teaching and the learning process. The articles used for this systematic review,
clearly reflected the effectiveness of assistive technology among children with specific learning
disabilities.
7:2.1 Children’s reading enhancement
In all of the research articles, the teachers perceived the usefulness of AT devices for the
learning development of children with reading difficulties (dyslexia). In order to facilitate
children’s reading enhancement, the researchers used K-3000 as an intervention program and
teachers reported its effectiveness for the speed, quantity and quality for improving children’s
reading comprehension (Chiang & Jacobs, 2010). By using a six week app intervention
(primarily with text-to-speech, TTS, and speech-to-text, STT functions),the special education
teachers responded positively about the impact of the assistive technology app usage regarding
their students’ ability to assimilate text and that it could compensate for their reading difficulties
(Nordstrom, et.al. 2018). The teachers revealed the performance of children in reading activities
by using the Livescribe Pen (LSP), as an assistive technology tool for a one year intervention
programme (Harper, et.al. 2016). Teacher perceptions on the use and effectiveness of
technological software to support children with high incidence disabilities were reflected that
screen readers, speech-to-text and word prediction software are promoted as effective tools to
support literacy instruction (Flanagan, et.al. 2013). Similarly, teachers described the importance
of literacy in the curriculum and consistently made references to reading because it has the
primary focus of all learning activities (Stoner, et.al, 2008). The recent study by Ghazi Abed
(2018) also reviewed the perceptions of special education teachers and emphasized the
importance of text-to-speech and optical character recognition (OCR) tools for children having
difficulties in reading.
7:2.2 Written language development
Of the six articles, in four research studies (Chiang & Jacobs, 2010; Harper, 2016; Nordstrom,
et.al. 2018 and Ghazi Abed, 2018), teachers reported not only the enhancement of reading
development, but also of children’s writing comprehension. It reflected the effectiveness of K-
3000, the software program to check the dentitions of words and the spelling (Chiang & Jacobs,
2010) and the use of intervention sessions that increased awareness and knowledge among
students written and oral language programs (Nordstrom, et.al. 2018). They reported that, by
22
using appropriate apps, it facilitated the skills needed for writing comprehension, such as
improved access to vocabulary and understanding of written language. The apps were also
perceived to contribute positively to writing skills, particularly regarding the structure of the
text. By using Livescribe Pen (LSP) as an intervention, it provided evidence on development in
word vocabulary, create bullet points and write in a comprehensive manner (Harper, 2016),
Also, the use of LSP as an assistive tool, allowed the student more access to the curriculum and
the ability to develop strategies for homework success. The SEN teachers focused on the
importance of word processing tools, such as word processors and text-to-speech programs that
provide benefits for learners in regard to writing production and help to improve levels of
writing accuracy (Ghazi Abed, 2018). By assimilating and communicating text with apps, the
teachers intended that it facilitated the skills needed for comprehension, such as an improved
access to vocabulary and spelling (Nordstrom, et.al, 2018).
7:2. 3 Overall academic performance
With the enhancement of reading and writing comprehension, in most of the articles (Harper,
et.al, 2016; Ghazi Abed, 2018; Chiang & Jacobs, 2010 and Nordstrom, et.al. 2018), the teachers
reflected that integration of technology in the classroom enhanced student’s academic
performance in the classroom environment. Researchers reflected the use of LSP (Livescribe
Pen), which increased the child’s better participation in all academic activities and deepened the
connection between reading and writing (Harper, et.al, 2016). The teachers claimed that,
students were able to benefit from e-learning environments in terms of their ability to organise
and plan their work in line with teachers’ requests and achieve better academic outcomes (Ghazi
Abed, 2018). Furthermore, the use of assistive technological devices facilitated student’s
independent participation through completing the academic tasks and appeared to have an
improved self-perception in their learning competence (Chiang & Jacobs, 2010 and Nordstrom,
et.al. 2018). On contrast, the teachers reported that, the academic performance of children
depends on the collaboration between the faculty members who involved in special education
(Harper, et.al, 2016 and Ghazi Abed, 2018). For example, the collaboration of the teacher, the
special education consultant and the academic intervention service teacher and how they provide
individualized instructions to children according to their unique needs (Harper, et.al, 2016 and
Ghazi Abed, 2018).
23
7:2. 4 Children’s self-esteem & confidence
When considering teacher perceptions in regard to children’s self-esteem and confidence, all
studies reported that, children have developed higher self-esteem, greater self efficacy in school
performance, and better attitude towards school, regardless of their actual academic
achievement. The results of four of the articles revealed that, technology is useful to support
self- determination and positive emotions among children with learning disabilities (Chiang &
Jacobs, 2010; Harper, et.al, 2016; Ghazi Abed, 2018 and Nordstrom, et.al, 2018). Teachers
reported that the use of technology increased student’s self-perception after integrating the
software as a classroom instruction (Chiang & Jacobs, 2010). In a recent study, 60% of teachers
responded positively regarding their students motivation towards doing schoolwork; however,
40% of teachers reported it depends on how the children use it as effective equipment, their
interest to learn and how they will be motivated (Nordstrom, et.al. 2018). For example; support
from family members and school authorities. However, the teachers emphasized the use of
assistive technology by encouraging student independence, motivation and that it would be
useful in improving their confidence and self-esteem (Harper, et.al, 2016 and Ghazi Abed,
2018).
7:3. Factors impacting teacher perspectives:
Teacher perspectives on the effectiveness of technology can influence by several factors. The
articles used for this systematic review, clearly reflected the factors influenced on their varied
perspectives on assistive technology among children with specific learning disabilities.
7:3.1 Training/ experiences
Teachers’ perceptions and understanding of AT depends upon the effective instructions they
received during their pre-service training programs and professional developments. Teachers’
lack of training programs and experience is found in most of the articles (Flanagan, et.al, 2013;
Chiang & Jacobs, 2010 and Ghazi Abed, 2018). To illustrate this, researcher reported that,
teachers’ previous experiences and own knowledge determined how effectively AT is used for
literacy instruction and how well it supported children’s learning development (Flanagan, et.al.
2013). Teachers who have years of experience and received more training activities relating to
AT (i.e. coursework, workshops, in service programs) reported the effectiveness of technology
more positively (Flanagan, et.al, 2013). However, 30% of teachers in this study reported that,
they did not feel prepared, or were unsure of how to use technology, and unaware of how to
effectively implement, integrate and evaluate AT. Similarly, in another research study, the
24
teachers who currently use computer based instructions argued that it is an effective tool that
enhances students’ learning and the teachers who did not have experience with technology
reported the lack of familiarity with using it (Chiang & Jacobs, 2010). Additionally, 60% of
teachers reported their lack of training and experience in regard to assistive technology and
hesitation on how to integrate different activities in children having learning disabilities in
different ages (Ghazi Abed, 2018).
7:3.2 Level of confidence and knowledge
Of the six articles, three studies revealed the reflections of teachers related to their level of
confidence and knowledge regarding the use of technology in the classroom (Chiang & Jacobs,
2010; Flanagan, et.al, 2013 and Stoner, et.al, 2018).Teachers revealed that, their specific skills
related to assistive technology impacted their levels of confidence such as knowing how to set
up an AT and how to customize it as an effective tool for a specific child’s learning development
(Flanagan, et.al, 2013). Similarly, the teachers who reported low-levels of confidence explained
how they needed additional training and knowledge of AT, including its instructional purposes
and functions (Chiang & Jacobs, 2010). Teachers’ level of confidence was related to their
perceived ability to use and integrate AT during instruction. To illustrate this, the teachers who
have more knowledge expressed their confidence in their abilities in order to provide assistance
to children and stated that, assistive technology can foster independence and makes children
active learners. However, the teachers who have less confidence and knowledge, perceived AT
as a supplement rather than an integrated aspect of their curriculum (Stoner, et.al, 2008).
7:3.3Unavailability of devices and technical support
In order to integrate technology for children with learning disabilities, the availability of
appropriate software and learning programs are essential in the classrooms. Of the six studies,
three studies explored teacher concerns regarding the unavailability of devices, lack of technical
support and the high cost of different software programs (Chiang & Jacobs, 2010; Flanagan,
et.al. 2013 and Ghazi Abed, 2018). The teachers reported low-tech AT as being used more
frequently than high-tech AT, possibly due to the factors that they are less costly and easier to
use without technical support (Flanagan, et.al. 2013). In this study, 75% of teachers reported
their hindrance to use high-tech devices, as its high cost and the unavailability of technical
services (Flanagan, et.al, 2013). Furthermore, the teachers were concerned about the poor access
of appropriate technological devices in the classroom to support children with special needs
(Ghazi Abed, 2018). Similarly, they reported the lack of accessibility of technology, for
25
example, not enough computers, expense of software and lack of IT technicians (Chiang &
Jacobs, 2010).
7:3.4 Time constraints and unique needs of children
Research articles indicated that time constraint is a major drawback to facilitate the use of
instructional technology (Chiang & Jacobs, 2010; Stoner, et.al, 2008 and Ghazi Abed, 2018).
For using computer-based instruction as an educational tool, the teachers needed more time for
the preparation of scheduling programs in the computer (Ghazi Abed, 2018 and Chiang &
Jacobs, 2010).Time concerns included the time required to learn AT, time required to
incorporate the AT into the lessons, and the time needed to teach the children how to use AT
(Stoner, et.al, 2008). Furthermore, two articles indicated the individual differences among
children, their autonomy, motivation for learning and their interest to using apps for learning
(Flanagan, et.al, 2013 and Nordastrom, et.al, 2018). The effective use of assistive technology
depends on the supporting instructions the teachers give and the children’s willingness and
interest to use it as an effective tool.
8. Discussion
The purpose of this systematic literature review was to identify, and analyse existing literature
regarding teacher perceptions of assistive technology for children with specific learning
disabilities. Based on the aim of this research, six studies were identified; five focused on the
perceptions of teachers, who were teaching middle and high school students and one focused on
the perceptions of pre-school teachers. The results of the six studies will be discussed and used
to answer the two research questions (1) According to teacher perspectives, how effective are
technological devices for assisting children with specific learning disabilities? (2) Based on
teacher responses what school related factors influenced their perceptions of AT in the
classroom?
8:1. Teacher Perspectives of AT
According to the first research question, the analysis of the results highlighted the implications
of assistive technology that can address deficits in academic skills and can foster opportunities
for self-determination and independent learning among children. All articles reflected teacher
perspectives on the effectiveness of assistive technology, which is a powerful tool to enhance
learning for those having difficulties in writing and reading (Nordstrom, et.al, 2018; Flanagan,
et.al, 2013 and Stoner, et.al, 2008). Furthermore, AT is recognized as a positive valuable tool to
26
enable learning access, to enhance the levels of learning reinforcement, motivation, confidence
and self-esteem (Ghazi Abed, 2018; Chiang & Jacobs, 2010 and Harper, et.al, 2016). However,
in the two studies (Flanagan, et.al, 2013 and Nordstrom, et.al, 2018), the teachers emphasized
that all children are unique and the effectiveness of AT depends on children’s willingness to use
AT as a learning tool. Therefore, how the children are motivated and how autonomous the
children by using AT, in different age groups should be emphasized.
From the perspectives of teachers, assistive technology should be aligned with teachers
understanding on children’s needs, teacher-student relationship and the creation of an active
learning environment. Through Individualized Education Plans (IEP), teachers can maximize
student’s ability to access curriculum and to demonstrate their learning. The Individuals with
Disabilities Education Improvement Act in the USA (IDEA, 2004) requires that IEP should
develop in collaboration with parents, children and professionals and the IEP team must consider
the necessity of assistive technology with the individualized learning for children. In
correspondence with special education, individualized education plan is mandatory, which
address the individual needs of students with special needs (Felicia,et.al, 2014). By using
assistive technology as a part of IEP, which can foster goals and progress in student’s learning
by establishing a clear relationship between student needs, assistive technology devices and
services, and the student’s goals and objectives.
Furthermore, the formation of personalized learning environments could be useful for teachers
to understand the needs, preferences and experiences of their learners. Through individualized
learning, the teachers can foster teacher-child relationship and can realise their unique needs.
From the perspective of teacher–student relationships, the bioecological model suggests that the
process of learning and development takes place through teacher–student interactions in the
classroom(Taylor &Gebre, 2016). In Bronfenbrenner’s bioecological model, Microsystems
consist of the most immediate contexts in which a child may reside, such as the family, peers,
school, or neighbourhood (Paquette& Ryan 2001).For teachers, the home environment and
parenting practices have important implications for creating personalized learning environments
for students. Knowing more about children’s home lives and experiences (microsystem) may
provide teachers direction in shaping learning contexts that fit the particular needs of their
students. According to the bioecological model, children learn and develop through teacher–
child interactions, and instruction and participation in educational activities. Therefore, in
managing teacher–student relations, teachers might be able to capitalize the children’s
experiences on their contexts by positive interactions in the classroom. Then, the teachers can
27
maximize the effectiveness of assistive technology among students through individualized
instruction and teaching.
Of the six articles, three studies (Chiang & Jacobs, 2010; Nordstrom, et.al. 2018 and Harper,
et.al. 2016) used intervention programs to explore teacher perspectives on the effectiveness of
assistive technology. The findings of these articles reflected the positive effects of different apps
on students’ academic self-perception and functional task performance. These articles showed
clear evidence on the importance of using software in appropriate intervention plans and how it
is possible to compensate for reading and writing difficulties in an inclusive school setting. The
use of assistive technology as an intervention is essential for developing the academic skills and
independent learning among children with specific learning disabilities. Therefore, it is
important to provide suitable intervention programs, for example; short-term or long-term
interventions according to the needs of the child. Furthermore, teachers not only need to know
what interventions are available to them, but they need to be able to differentiate the
interventions based on the individual needs of students (Lindeblad, et.al, 2016). This can be
done by identifying the specific needs of their students, developing individualized education
plans by using available interventions to individually address those needs, and then changing
their instruction strategies to meet the needs of each student in the classroom.
8:2. Factors influence on teacher perspectives
Based on the second research question, this systematic review focused on how teacher
perspectives varied based on school related factors. All the studies reflected on teachers' existing
attitudes, skills, and working habits and how it influenced their acceptance, style of
implementation, and outcome of using computers for teaching. Despite the positive outcomes of
AT among children with SLD, most articles reported the perceptions of teachers regarding their
lack of training and knowledge, lack of familiarity with AT and technical support, time
constraints and limited access to technology (Ghazi Abed, 2018; Stoner, et.al, 2008 and Chiang
& Jacobs, 2010).
Teachers’ knowledge on software applications and professional development is essential for the
successful implementation of assistive technologies (Keetam & Alkahtani, 2013). To facilitate
learning, teachers need to document each child’s characteristics and provide appropriate
technological support to reduce or eliminate the child deficiencies in the specific learning areas
(Al-Zaidiyeen, et.al, 2010). To implement this, appropriate training is necessary for teachers to
optimize the needs of each child and to motivate the children for using suitable apps. In this
context, professional development is an imperative and a necessity factor in implementing
28
assistive technologies. Through professional development, teachers can develop their confidence
and knowledge regarding AT, which will enable them to support children according to their
needs. The school authorities and other administrators review the extent of professional
development opportunities that their schools and school districts are offering teachers who use
AT in the classroom and also provide further training where they needed.
Based on the perceptions of teachers, the importance of an integral team approach might be
useful for developing children’s meta-cognitive study skills through assistive technology. The
reflective practice of teachers and the collaboration of parents, teachers, and support providers
are helpful ways to provide an insight on how to use new methods and strategies to
accommodate the barriers of children with learning disabilities (Blackhurst, 2005). Therefore,
for teachers, understanding the social contexts in which children live and the resources available
are important for the integration of technology into learning. Teachers can understand the
context of the child through regular communication with family members and other
professionals. In the bioecological model, the mesosystem consists of processes and linkages
taking place between two or more of the settings in which children interact (e.g., family–school,
teacher–family).Teachers understanding on how mesosystem operate may be the most important
application of the bioecological model for the creation of collaborative learning environments
for children (Bronfenbrenner & Morris, 2006). Increase parental involvement may support
teachers’ practices in school and also helpful for teachers to obtain information directly from
students and their parents on family relations, parental support and involvement in students’
academic development.
The findings of the studies reflected teacher concerns regarding the lack of appropriate assistive
technological devices in the classroom (Flanagan, et.al. 2013 and Ghazi Abed, 2018). Scarcity of
resources and devices are obstacles for the teachers to use technological devices effectively. It is
the responsibility of the school administrative authorities to provide all the facilities for special
need children and what they require for their learning development. As stated in the Salamanca
Statement on Special Needs Education (UNESCO, 1994), schools should assist children to
become independently active and provide them with the skills needed in everyday life. However,
the high costs of AT devices and the lack of sufficient funds to meet these costs were concerned
by the teachers (Flanagan, et.al. 2013 and Ghazi Abed, 2018). To overcome these issues,
equipment loan services may be useful that allow trial of equipment at minimal cost. The most
effective way is the careful selection of equipments with minimum cost and that is necessary not
only for student’s current needs, but the forward planning of the student’s future needs.
Furthermore, if the government authorities can provide sufficient funding to schools that would
29
be useful for buying technological devices and provide training for teachers to facilitate the
learning development of special need children.
Furthermore, the teachers reported, lack of technical instructors in schools that hinders the
teachers ability to use assistive technology effectively (Flanagan, et.al. 2013 and Chiang &
Jacobs, 2010). In the absence of effective technical support, teachers cannot be expected to solve
the technology-connected issues. However, if a teacher has a strong support system, including an
assistive technology team or possibly a mentor or colleague with knowledge pertaining to
assistive technology, will have the opportunity to use assistive technology more effectively
(Campbell, et.al, 2006). If the school administrators ensure that there is someone in their area or
in each school who is technically proficient in assistive technologies and will be available on
time, might be helpful for teachers when technical problems arise.
Time is a critical element for most of the teachers to implement appropriate instructions based
on children’s needs (Chiang & Jacobs, 2010; Stoner, et.al, 2008 and Ghazi Abed, 2018).The
challenge of time to learn and effectively use technology in classrooms remains a concern for
many teachers. To address this issue, researchers emphasized essential conditions for effective
use of technology in classrooms, including a shared vision for integration of AT, proper
individualized plan for the child, easy access to hardware, software, and other resources,
teachers knowledge on how to use AT, available technical assistance and appropriate teaching
and assessment approaches (Bagon, 2018 and Maur & Drewry, 2011). By gaining a better
understanding of how much extra time is needed to implement AT in the classroom and how the
required time varies with the kind of AT being used, it might be possible to devise strategies and
techniques to reduce that time.
9. Limitations
While this research provided important information regarding teacher perspectives on assistive
technology, this systematic review has several limitations. Initially, the review was focused in
the field of education and learning development of disabled children; therefore, only three
databases that focused on educational aspects were used for this systematic review. The final
articles used for this systematic review were identified to have children with reading and writing
difficulties. None of the studies focused on children with difficulties in mathematical
calculations (dyscalculia). A systematic literature review is a good way to get an overview of
what kind of research has been done within a certain field. However, little research has been
done within the chosen field. Therefore, the age limit and the study design had to be adjusted in
the inclusion criteria. The plan was originally to focus on qualitative studies and limit the age
30
range from 12 to 18 years. But, two articles were found based on pre-school and middle school
teacher perceptions; the age limit was adjusted from 4 to 18 years. Two articles were used mixed
methods for data collection and analysis, therefore, the design of the included articles were
adjusted to qualitative and mixed methods. Other limitation is, the selection process, quality
assessment, and analysis of results were done by one single researcher. This affects the
reliability and increases the bias of the search procedure and selection process. Finally, it was
difficult to establish on what grounds and from which standards the teachers made their
perceptions. The level of technology competence were varied between teachers as some teachers
have worked with AT for a long time and some teachers did not have experienced.
10. Future Direction
This systematic review has focused on the teacher perceptions of assistive technology for
children with learning disabilities. Few research studies were focused on teacher perspectives
and little is known about how pre-service teachers are being prepared for AT use. If a teacher is
not adequately prepared to use and implement any type of technology, the technology may not
be used to its highest advantage and possibly negatively impact learning, rather than supporting
it. Teachers’ use and understanding of AT may increase when provided with effective
instruction during pre-service training programs. Therefore, the future research would be focus
on pre-service teachers’ awareness of technology and how they prepared for using it for children
with special needs as a part of their training program and professional development.
11. Conclusion
Assistive technology may have a significant effect in helping students with learning disabilities
in order to meet the goals of their learning development. Due to the literacy challenges, students
with learning disabilities might require assistive technology devices and software for academic
achievement. A number of research studies have been conducted on how information and
communication technologies can influence the development of children with specific learning
disabilities and how technology can develop these children’s independent learning, active
participation in classroom discussions and recreational activities. However, since every student
with a learning disability is unique, educators need to successfully determine the needs of the
student and provide the corresponding assistive technology device. In order to implement
assistive technologies as learning tools to support children with special needs, teachers’ views
and perspectives on the effective use of assistive technology are important. The school and
administrative authorities should address their needs of professional development and minimize
31
their challenges to making AT as a part of the learning process. This systematic review provided
clear evidence on teacher perspectives that are vital for developing effective approaches for the
integration of AT in the mainstream classrooms. Teacher perspectives on what strategies can be
used to assist learning, which techniques are useful in which kinds of learning situations, and
how to use the techniques are powerful tools that can enable students to become strategic,
effective, and lifelong learners.
32
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13. Appendix
Appendix A: The quality assessment tool used on the included articles
Assessment Rating (0-1)
1. Was the aim/ purpose/research question clearly mentioned in the study?
2. Was relevant background literature reviewed?
3. Was a theoretical perspective identified?
4. Were the methods used described effectively?
5. Was the design appropriate for the study question?
6. Was the process of selection described?
7. Were the participants recruited described in detail?
8. Were ethical issues and procedure considered?
9. Was informed consent obtained?
10. Was the role of researcher and participants described?
11. Was adequate information about data collection procedures provided?
12. Was the process of analyzing data described adequately?
13. Did a meaningful picture of the study emerge?
14. Were the conclusions appropriate given according to the study findings?
15. Was trustworthiness mentioned?
16. Were limitations mentioned?
17. Did the findings contribute to future research?
37
Appendix: B
Extraction form used on title / abstract level
Extraction form on title / abstract level
Article (author, title, journal, volume and no: of
pages)
Article name
Clearly stated (Yes/No)
Abstract was
clear? (Y / N )
Children and/or adolescents (age 6-18)
(Y / N )
Focusing on Children with SLD?
(Y / N )
Focusing on teacher perceptions/views?
(Y/N)
Effectiveness of AT/ Children’s learning development
(Y/N)
Study design? (Qualitative/Quantitative/Mixed method)
38
Appendix.C
Extraction Protocol for the full-text screening
General Information Author
Year
Title
Journal name
Country
Background Information, study purpose and
Research questions
Theoretical background
Study rationale/purpose
Research questions
Methods used Type of study (qualitative/quantitative, Mixed)
Study design
Population Sample size
Children/Adolescents
Teachers
Children with SLD
Results/Outcome Data analysis
Software/intervention used
Teacher perspectives/experience
Effectiveness of AT
Factors influenced
Discussion Limitations
Practical Implications
Quality Assessment Score on the quality assessment
High/Medium
39